Frank Curkovic

Project 1: Portrait DrawingAug ~ Oct (10 Weeks)

Unit Objective: To realistically draw a portrait in pencil with values, tone and correct proportions.Students are evaluated on process, participation as well as end-product.

*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki: http://curkovicartunits.pbworks.com/Look-at-Me%3A-Portrait-Drawing

Week 1 - Introduction -Explain MYP art, unit outline, timeline and rubric.

-Distribute developmental workbooks - All work entered should be dated and given a title!-All prep work done in class (and homework) needs to be INCLUDED in your Developmental

Workbook, unless otherwise instructed by the teacher.

Discuss: What is a portrait?

As a pre-assessment task, students create their own self-portrait from observation (mirrors) in pencil (1 hour). Works are then discussed highlighting struggles, successes and strategies.

Students answer the question, "What makes a good portrait?" in developmental workbook (homework). This can be done in paragraph form or using a mindmap.

View student work from 2009-2010 (http://bit.ly/9zqAox). Which ones have been done well?

Homework: 1. Answer "What makes a good portrait?" in your developmental workbook. Refer to the

portrait you did in class as an example of ways to improve and to set goals. PLEASE date and title the homework. Due next class. (Required)

2. Watch the following videos located on class wiki (Optional)

Week 2 - Value Warm-up: Students do a Blind Contour Drawing (10 mins) of their neighbour in their

Developmental Workbooks. Students should date and title the work "Week 2-Blind Contour Drawing warm up"

Look At Me:Self-Portraits

Frank Curkovic

Discuss unit question: How does observing help us learn? Significant Concept: Observational skills play an important role in our lives and in our artwork.How is the unit question and significant concept going to influence your work and how you learn?

What are the correct proportions to create true to life portraits?View a video tutorial on drawing the head in proportion (Go to the Proportions tab on the site - http://bit.ly/fTztv).

Task:Students create a 7 value scale in Developmental Workbooks using 2B, 4B and 6B pencils (B pencils = soft, H = hard)

Homework:Complete 7 value scale task (Required)For further info, read the proportions of a head.  http://bit.ly/hBCqx (Required)You may want to get a sneak peek at the links below for drawing eyes! (Optional)

Week 3 - Facial Features Warm-up: Do a gesture drawing of the person sitting across from you. (15 mins)A gesture drawing is a quick sketch using one continuous line and is very loose. There is no need to focus on details.

In your developmental workbook, use pencil, shading and gradation to...-concentrate on drawing a pair of eyes.-concentrate on drawing a nose.-concentrate on drawing a mouth.Please date and title all work. You have 2 weeks to complete this. There are links on the class wiki that may assist you.

Homework: Complete drawing a pair of eyes with shading and gradation. (Required)

Week 4 - Facial Features cont’d Review and discuss homework. Students to give feedback for student work done on drawing eyes. Students are recommended to take notes on items done well and areas for improvement.Continue drawing a nose and mouth in class.

Homework: Complete drawing the nose and mouth with shading and gradation. (Required)

Look At Me-Self-Portraits:Outline

Frank Curkovic

Week 5 - Summative TaskReview and discuss homework. Students to give feedback in class and are recommended to

take notes on areas done well and areas for improvement.Task 1: (20 minutes) Students create a very loose and quick sketch from the photo and note

successes/strugglesTask 2: Begin Final Drawing (Summative Assessment)

Homework: TBA

Week 6 - cont’dStudents continue with measurements:

-Complete drawing the shape of your head.-Move onto the eyes, then the nose and mouth. Do not do hair yet, that is taught in week 8.

-Use your eraser to mark out highlights

Homework: In your Developmental Workbook, reflect on how your work is progressing. What are you doing well? What needs improving or focus? If the teacher or class has given you

feedback, this should be documented. Please date and title the work. (Required)If this reflection is not done, it will dramatically affect your overall score on

the rubric.

Week 7 - cont’dStudents continue with facial features and adding different values and highlights to facial

features.

Students to use erasers to show highlights.

Homework: View Hair drawing tutorial (http://bit.ly/bQJlZe) and Drawing Hair in Pencil (http://bit.ly/cLtQuE)

Week 8 - Drawing HairStudents continue drawing their self portrait.

(More info and demonstration on drawing hair to come in class)

Homework: TBA

Week 9 - cont’dStudents should be adding finishing touches to work. Recheck your values. Do you have the

solid blacks and highlights?

Homework: TBA

Week 10 - Presentation & ReflectionPresentations and self-evaluations of student work.

Teacher Rubric

Look At Me-Self-Portraits:

Outline

Frank Curkovic

You will need to include an artist statement/self reflection with your piece. In paragraph form, please include the following information as well as key vocabulary used in class. Describe the progress you have made during this unit. What areas have been easy or challenging?Describe the strengths and weaknesses in your work.Describe how observational skills played an important role in your learning during this unit.

Name: Class:

Look At Me-Self-Portraits:Self-Reflection

Frank Curkovic

Grade 6 - Look At Me: Portrait DrawingUnit Objective: To realistically draw a portrait in pencil with values, tone and correct proportions.

MYP Unit Question: How does observing help us learn?

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & Understanding

The student does not reach a standard described by any of the descriptors listed.

A1: The student shows limited development on the practice tasks (value chart, eyes, nose, mouth).

A2: The student has a limited ability to relate some of the techniques and skills studied to improve their own work (either through notes or drawing practice).

A1: The student shows satisfactory development on the practice tasks (value chart, eyes, nose, mouth) as evident in their developmental workbook.

A2: The student has a satisfactory ability to relate some of the techniques and skills studied to improve their own work (either through notes or drawing practice).

A1: The student shows good development on the practice tasks (value chart, eyes, nose, mouth) as evident in their developmental workbook.

A2: The student has a general ability to relate some of the techniques and skills studied to improve their own work (either through notes or drawing practice).

A1: The student shows excellent development on the practice tasks (value chart, eyes, nose, mouth) as evident in their developmental workbook.

A2: The student has an excellent ability to relate some of the techniques and skills studied to improve their own work (either through notes or drawing practice).

ApplicationApplicationApplicationApplicationApplicationApplication

The student does not reach a standard described by any of the descriptors listed.

B1: The student has basic forms and addressed facial proportions at a very limited level.

B2: There are inappropriate tones and no attempts at gradation.

B1: The student has considered facial proportions and addressed it at a limited level.

B2: There is an emerging proficiency in applying tones and attempting gradation.

B1: The student has considered facial proportions and addressed it at a satisfactory level.

B2: There are some tones employed for facial features with indications of gradation.

B1: The student shows good use of measured facial proportions.

B2: There are 4 tones efficiently employed for facial features, with gradation applied at a good level of proficiency.

B1: The student shows an excellent proficiency in using correct, measured facial proportions.

B2: There is an effective ability to employ over 4 tones to create a variety of facial features including gradation.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & Evaluation

The student does not reach a standard described by any of the descriptors listed.

C1: The student shows a limited ability to identify or describe their own progress.

C2: The student shows a limited ability to identify either strengths or weaknesses in their own work, and this is often ineffective or incomplete.

C3: The student receives constructive feedback in a limited way.

C1: The student is able to give a satisfactory description of their own progress.

C2: The student is occasionally able to identify either strengths or weaknesses in their own work, although this may be ineffective or incomplete.

C3: The student occasionally receives feedback constructively.

C1: The student is able to give a good description of their own progress and identify areas that have been easy or challenging.

C2: The student is generally able to identify strengths and weaknesses in their own work.

C3: The student generally receives feedback constructively.

C1: The student is able to give an excellent description of their own progress and identify areas that have been particularly easy or challenging.

C2: The student can identify strengths and weaknesses in their own work.

C3: The student receives feedback constructively.

Personal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal Engagement

The student does not reach a standard described by any of the descriptors listed.

D1: The student shows limited commitment in using artistic processes.

D2: The student shows limited curiosity, self-motivation and a willingness to take risks.

D1: The student shows satisfactory commitment in using artistic processes.

D2: The student occasionally shows some curiosity, or self-motivation or a willingness to take some risks.

D1: The student shows good commitment to using artistic processes.

D2: The student generally shows some curiosity, self motivation, initiative and a willingness to take risks.

D1: The student shows excellent commitment to using artistic processes.

D2: The students usually demonstrates curiosity, self-motivation, initiative and a willingness to take risks.

Comments (if any):

Frank Curkovic